Concept Cat: Teaching Concepts in the Early Years

Conceptual vocabulary shapes children’s thinking in the Early Years and forms the foundation for later mathematical and scientific learning. However, these words are abstract and often tricky to learn – and to teach. Concept Cat is a tried-and-tested, evidence-based approach that supports all young children’s learning of conceptual vocabulary. Vocabulary is taught in a structured and engaging manner with explicit teaching of vocabulary followed by implicit teaching in play-based learning. The resource provides: A step-by-step guide to teaching 150 different concepts, using songs, stories and play-based activities A whole-class approach, which is accessible for a wide range of children, including those with limited language Guidance and resources for working with families to effectively support children’s learning Accompanying downloadable resources, including printable symbols of each concept, for immediate use in the classroom Concept Cat is a complete guide to implementing this approach and an essential resource for Early Years educators, primary teachers and speech and language therapists. All you need is a cat toy to get you started!

Table of Contents:
Section 1: Introduction Section 2: Implementing Concept Cat 2.1 Teaching Concepts Using the STAR Approach 2.2 Engaging Families 2.3 Focus Children 2.4 Planning 2.5 Involving Everyone in Concept Cat 2.6 Making Concept Cat Work For You 2.7 Extensions and Applications 2.8 Frequently Asked Questions 2.9 Measuring Impact Section 3: Teaching Sequences Section 4: Appendices List of 150 Concepts Resources Required Concept Cat Concept Cat: Teaching a Concept across the Week (Five-Day Planner) Concept Cat: Teaching a Concept across the Week (Three-Day Planner) Concept Cat Weekly Checklist Family Poster Front cover of the Concept Book Memes Song sheets Talk and play, everyone, everywhere poster

About the Author :
Anna Branagan is a Speech and Language Therapist, trainer and author of practical language development resources for teachers and Speech and Language Therapists. Anna also works in Gloucestershire within a Youth Support Team supporting vulnerable young people. Anna has 30 years’ experience working for the NHS; most of this time has been working within schools and nurseries. Stephen Parsons is a Speech and Language Therapist, trainer and author of practical language development resources for teachers and Speech and Language Therapists. From 1996 to 2017, Stephen worked as a Speech and Language Therapy Service Manager in Hackney and the City of London. He is Chair of the Raising Awareness of Developmental Language Disorder (RADLD) international committee and was Chair of NAPLIC, the UK association for professionals working with children and young people with Developmental Language Disorder, from 2016 to 2024.